Reflective Analysis of Portfolio Artifact
Rationale/Reflection
InTASC/NAEYC Standard:
Standard #4: Content Knowledge The teacher understands
the central concepts, tools of inquiry, and structures of the discipline(s) he
or she teaches and creates learning experiences that make these aspects of the
discipline accessible and meaningful for learners to assure mastery of the
content.
Brief Description of Evidence: Fall
2016
This artifact consists of three lesson plans I
developed which incorporate lessons on compromising into general curriculum
subjects of language arts and social studies. The first lesson involves small
group discussions on resolving conflicts through compromise. The second lesson
uses a book as a lesson in compromising. And the third lesson uses role play
and puppets for a lesson that puts compromising to work. Although these lessons
could stand alone, they are a series of lessons that could lead students up the
Bloom Taxonomy ladder in their level of understanding how to compromise. These
lessons were developed for an assignment in EDUC 230, Teaching the Exceptional
Child class.
Analysis of What I Learned:
Through this lesson, I learned how to develop lessons
that could be used in a classroom to engage and excite students in learning. By
combining general curriculum lessons with lessons teaching interpersonal
skills, I can make classroom time efficient and fun.
How This Artifact Demonstrates my
Competence on the InTASC/NAEYC Standard:
This artifact shows that I can plan and create
meaningful lessons that ensure mastery of content. Through the series of
lessons, students are taken from a lesson in which they learn and remember a
concept and, in the last lesson, the students apply and create something new
out of the lessons to demonstrate their mastery of the subject.
Lessons in Compromising
Activity
Plan Sheet
Student Name Exceptional Child/Adjustment
Disorder Age of Children 7 years
Activity Name: Getting Along:
Compromise
Circle One: Activity/ Game Book Finger Play/ Song Recipe
Subject: Social Skills/Getting
Along/Compromising
Curriculum Category: Language Arts
1.SL.2.3 Listen to others, take turns speaking about the
topic, and add one’s own ideas in small group discussions or tasks.
Preschool Foundation (What will your students need
to know before starting this lesson?)
PHG3.1: Demonstrate development of fine and gross motor
coordination.
APL2.1: Demonstrate development of flexible thinking during
play
Underline or Circle One: one on one small
group activity large group
activity center activity
Objective: The students will be able to state the steps
to compromise and work out a plan to resolve conflict.
Materials Needed: Getting Along:
Compromise slide show. Getting Along: Compromise handout. Crayons.
Vocabulary Words: Conflict,
Compromise, Plan, Steps
Grabber/Anticipatory Set (how will you get the
student’s attention?):
Begin slideshow. First slide asks three questions regarding
conflict that can happen in school and the classroom. I would personalize the
questions with situations very similar to what I have witnessed happening in
the first week or two of school.
Describe in DETAIL the
steps you will need to take in order to prepare for this activity:
Personalize slides with specific situations for current
class. Print handouts for each student.
Explain in DETAIL
exactly how you will present this activity to the children.
1.
We will review the slides. The second slide has three
discussion questions which will be genuine situations that have already
occurred in the classroom. These situations will be areas that could use
additional work or situations that individual students have handled
particularly well and should be shared with the whole class.
2.
We will review and discuss the steps to resolve conflict by
compromise.
3.
Students will show their understanding of conflict by
drawing a picture of an example where they believe there is a conflict that
could be solved by compromise.
4.
Students will turn and talk to a partner about their
drawing and how the conflict in their drawing might be solved.
5.
Students will draw a picture of the conflict solved.
List 3 open-ended questions that you plan to ask
children to prompt their thinking. (For infants and toddlers, list comments
that you might make concerning the activity.)
The questions are on the second slide and they are:
1.
What do you do when you want to play with the basketball at
recess but Sam does too?
2.
What do you do when you want your team to build a super
cool rocket ship but everyone else wants to build a castle?
3.
What do you do when Joe wants to join your reading group
but Tim and John do not want him to join?
Closure and Transition:
Explain in DETAIL how
you will bring the activity to a close and send the children on to the next
activity.
Slides
Student Name Exceptional
Child/Adjustment Disorder Age of Children
7 years
Activity Name: The Day No One Played Together by Donalisa Helsley
Circle One: Activity/ Game Book Finger Play/ Song Recipe
Subject: Interpersonal Social
Skills/Getting Along/Compromising
Curriculum Category: Language Arts
1.RL.2.1 Ask and answer questions about main idea and key
details in a text.
Preschool Foundation (What will your students need
to know before starting this lesson?)
ELA2.3: Demonstrate awareness and understanding of concepts
of print
ELA2.4: Demonstrate comprehension
Underline or Circle One: one on one small
group activity large group
activity center activity
Objective: The students will be able to restate the
disagreement in the book, The Day No One
Played Together and tell how the disagreement was resolved by compromise.
Materials Needed: The book, The Day No One Played Together by
Donalisa Helsley.
Vocabulary Words: Disagreement, Brainstorming,
Compromise
Grabber/Anticipatory Set (how will you get the
student’s attention?):
This is a story about two children who really want to play
together but someone will not let them. We will see how their problem is
solved.
Describe in DETAIL the
steps you will need to take in order to prepare for this activity:
Obtain copy of the book, The Day No One Played Together by Donalisa Helsley. Plan
interactive questions according to the abilities and needs of actual students
in the class.
Explain in DETAIL
exactly how you will present this activity to the children.
each child wants? Stop periodically and ask students to
suggest solutions to help resolve the disagreements between the children in the
story. Write suggestions on the board. Stop after the mother in the book
provides some possible solutions. Ask students to define compromise. Discuss if
the students think that the solutions that the mother suggests will work. After
finishing the book, discuss real life situations where students could have
applied the solutions in the book in students’ own lives.
List 3 open-ended questions that you plan to ask
children to prompt their thinking. (For infants and toddlers, list comments
that you might make concerning the activity.)
1.
Have you ever had a disagreement
with another person?
2.
Did you ever brainstorm solutions
to a disagreement?
3.
What are some examples of compromise that we can use to
solve our disagreements?
Closure and Transition:
Explain in DETAIL how
you will bring the activity to a close and send the children on to the next
activity.
We will review what a compromise is, the steps to resolve
the conflict by compromise, and the types of conflicts that can be resolved by
compromising before moving on to the next lesson.
Student Name Exceptional
Child/Adjustment Disorder Age of Children 7 years
Activity Name: Compromise Practice with Puppets
Circle One: Activity/ Game Book Finger Play/ Song Recipe
Subject: Citizenship/Interpersonal Social
Skills/Getting Along/Compromising
Curriculum Category: Social Studies
1.2.4 Define what a
citizen* is and describe the characteristics of good citizenship.
Preschool Foundation (What will your students need
to know before starting this lesson?)
APL2.1: Demonstrate development of flexible thinking during
play
APL4.1: Demonstrate development of social interactions
during play
Underline or Circle One: one on one small
group activity large group
activity center activity
Objective: Students will be able to interact with
puppets to solve role play situations by compromising.
Materials Needed: Puppets, role
play examples, cookies, frosting, sprinkles
Vocabulary Words: Disagreement, Conflict,
Brainstorming, Compromise
Grabber/Anticipatory Set (how will you get the
student’s attention?):
Today we are going to practice compromise skills with
puppets.
Describe in DETAIL the
steps you will need to take in order to prepare for this activity:
Have puppets on hand. Develop role play examples specific
to the students’ needs for the particular class. For example:
·
You and your friends are playing a game and each of you
want to go first. Show with your puppets how to solve this disagreement.
·
You want to play a
game but each of your friends want to play a different game. Show with your
puppets how to solve this disagreement.
·
You are building a castle with your friends. One friend
thinks that all castles should have a drawbridge. No one else wants the castle
to have a drawbridge. Show with your puppets how you would solve this
disagreement.
·
You are drawing pictures with your classmates. You only
have one box of crayons for your group. Everyone wants to use the black crayon.
Use your puppets to show how you would solve this disagreement.
Plan to group according to needs as some students may help
others to grasp the activity better.
Explain in DETAIL
exactly how you will present this activity to the children.
I will first choose a student to model the puppet role play
activity. Each group will be given a situation where an appropriate solution
would be to compromise. Students will work out a solution using the puppets to
brainstorm a compromise. As the students work in groups, I will circulate to
facilitate and keep everyone on task.
List 3 open-ended questions that you plan to ask
children to prompt their thinking. (For infants and toddlers, list comments
that you might make concerning the activity.)
1.
How do you feel your puppets did
in solving their disagreements with compromise?
2.
Is compromising easy?
3.
Do you think you can compromise
in real life?
Closure and Transition:
Explain in DETAIL how
you will bring the activity to a close and send the children on to the next
activity.
I will explain that we will be decorating cookies using
icing and sprinkles. Each group will decide through compromising what color
icing and what kind of sprinkles will be used to decorate their cookies. I will
then distribute the cookies and supplies after the groups decide. If there are
any groups that cannot decide, the whole class will assist by brainstorming
solutions.
